整合三維空間幾何概念與體積的數位教材與教學試驗

An Experiment of Three-Dimensional Spatial Geometry and Volume Measurement Integrated Digital Teaching Materials and Instruction

黃幸美(Hsin-Mei E. Huang)

《科學教育學刊》 23卷1期 (2015/03) Pp. 53-82

https://doi.org/10.6173/CJSE.2015.2301.03

摘要

本研究目的在於探討三維空間幾何與體積概念整合的數位教材對於國小五年級學童學習體積測量公式與問題解決之成效。研究對象取自臺北市一所公立小學之五年級三個班級兒童（N=87），並隨機分派至三維空間幾何概念與體積測量整合課程的實驗組、體積測量課程的對照組，以及接受非體積且非幾何課程的控制組。研究結果發現：於教學試驗之前，三組兒童的前測解題表現無差異，於教學試驗之後，實驗組解決體積問題的整體表現優於其他兩組，此現象亦呈顯在體積計算問題及體積概念理解問題的解題表現。晤談分析結果發現：實驗組兒童對於體積意義與長方體體積公式概念，能提出較豐富的內容說明，但是能完整地說明意義與公式概念之人次，實驗組與對照組人次皆不高。本研究對增進兒童理解體積測量概念與解決體積問題的能力，提出課程與教學相關的建議。

關鍵字

三維空間幾何概念 ； 體積公式 ； 體積測量

並列摘要

This study aimed to examine the effectiveness of digital teaching materials that integrated three-dimensional spatial geometry and volume measurement on improving fifth-grade children's learning of the formula of volume measurement of a rectangular prism and ability to solve volume measurement problems. The fifth-grade participants (N=87) who were recruited from three classes in a public elementary schools in Taipei, Taiwan, were randomly assigned to the following three conditions: (1) the experimental curriculum in which three-dimensional spatial geometry and volume measurement were integrated (the experimental group); (2) the contrast curriculum which contained volume measurement only (the contrast group); (3) the control condition which a textbook lesson involving neither geometry nor volume measurement was given (the control group). Findings show that the three groups did not perform differently in the pretest prior to the instructional experiment. As to the total scores of the posttest, the experimental group outperformed the other two groups post experimental instruction. The effectiveness of the experimental curriculum also showed on children's solving problems that required numerical volume calculations and that required conceptual understanding of volume measurement. The interview data reveal that the interviewees who received the experimental curriculum were more able to express ideas about the meaning of volume and the formula of volume measurement of a rectangular prism than the interviewees who received the contrast curriculum. Nevertheless, the frequency of providing accurate and complete explanations for the meaning of volume and the formula of volume measurement of a rectangular prism was low either in the experimental group or contrast group. Overall, the study provided evidence and suggestions for enhancing children's conceptual understanding of volume measurement and problem-solving ability.

並列關鍵字

Three-Dimensional Spatial Geometry ； Formula for Volume Measurement ； Volume Measurement

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